He has improved it
considerably
while, of course, its weaknesses remain my own.
Education in Hegel
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
Education in Hegel
? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? Also available from Continuum:
Continuum Studies in Educational Research
Philosophy of Education by Richard Pring Theory of Education by David Turner Hegel's Philosophy of Right by David James
? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? Education in Hegel
Nigel Tubbs
? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? Continuum International Publishing Group
The Tower Building 11 York Road London SE1 7NX
www. continuumbooks. com
(C) Nigel Tubbs 2008
80 Maiden Lane Suite 704
New York NY 10038
All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage or retrieval system, without prior permission in writing from the publishers.
Nigel Tubbs has asserted his right under the Copyright, Designs and Patents Act, 1988, to be identified as Author of this work.
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library. ISBN: 9780826499905 (hardcover)
Library of Congress Cataloging-in-Publication Data
Tubbs, Nigel.
Education in Hegel / Nigel Tubbs.
p. cm. -- (Continuum studies in educational research)
Includes bibliographical references and index.
ISBN 978-0-8264-9990-5 (hardcover)
1. Hegel, Georg Wilhelm Friedrich, 1770-1831. 2. Education--Philosophy. I. Title. II. Series.
B2948. T83 2008 193--dc22
Typeset by Newgen Imaging Systems (P) Ltd, Chennai, India Printed and bound in Great Britain by MPG Ltd, Cornwall
2008017837
? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? Acknowledgements
vi
Contents
Introduction 1
1. Self and Other: Life and Death 14
2. Education in Hegel in the History of Philosophy 40
3. Fossil Fuel Culture 69
4. Education in Hegel in Derrida 91
5. Education in Hegel in Levinas 118
6. I-Philosophy 143
Bibliography 166 Index 169
? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? Acknowledgements
I thank the University of Winchester, and Anne Williams in particular, for allowing me time to write this book and to research another, and to my colleagues on the Education Studies degree programme - Derek, Simon, Marie, Steph, Wayne and Janice - who have absorbed the consequences of my absence. I also thank Taylor and Francis, and the editors of the Journal Parallax for permission to publish an extended version of 'Fossil Fuel Culture', which first appeared in their Journal in 2005, Vol. 11, issue 4, 104-115. The Journal's website can be found at http://www. informaworld. com.
I should like to thank Anthony Haynes for his generous time in com- menting on the text. He has improved it considerably while, of course, its weaknesses remain my own. Thanks, too, to Denise Hamilton-Cousins and Hazel Spriggs whose skills kept my pain levels under control; to Dinah Ashcroft whose work with me helps to interrupt the cycle of withdrawal; to Josh who still nourishes from afar; to Marie Morgan and Becky Howes who share the load; and to Julie and Will for being part of my life and for letting me be part of theirs.
My special thanks go to Howard. He has followed me as a benevolent shadow through my work as a teacher and a writer, one characterised by a graceful rigour. He has attended some of my most public moments of great- est intellectual ambivalence, and where others with less consciousness of judgement-power would likely have found little or nothing, he retrieved meaning in the education I work for. Thank you Howie.
Finally, I dedicate this book to Gillian.
? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? Introduction
There can be no learning of learning.
(Aristotle, Metaphysics, XI, 12. 1068b 14)
I have found that philosophers' relation to education is a strange one. When pressed as to what the point of philosophy is, they may well include education in their answer. However, it is instructive how often this is accom- panied by some embarrassment at having very little to say about what exactly this education is and does. One view might, for example, have it that reason in philosophy, employed logically, will overcome false and unjustifiable claims. Philosophical education here is an education through reason to objective epistemological truths and moral values. Another view might see education in philosophy as a form of critique regarding the ways in which reason is employed to serve vested political and philosophical interests and dogmas. Nietzsche, for one, argues that metaphysics, theology, psychol- ogy and epistemology have all been 'the history of an error' (1982: 485)1 grounded in the decadence of reason (and the satisfaction of a good meal! ).
But whichever philosophical camp is making its claims in this regard, another question is raised. What sort of education is being presupposed in any philosophizing that bids us to read it and to learn from it? What view of education is it that underpins the credentials of philosophical practice, including, or especially, that practice which holds itself educational for us? If no answer is forthcoming here, then the practice is empty of significance. If the answer involves presupposing the kind of thinking which it claims to be proving, then the practice is blind to its own contingency in positing. Either way, and in response to the question of education in philosophy, it is likely that the philosophy of education - or, better, the view of philosophy as education - that is at work remains implied rather than explained by the practitioners. Terms such as 'transform', 'change', 'alter' and 'overcome' when used to justify the effect of philosophy, tend only to erase the philo- sophical difficulty they represent. It is commonplace for this difficulty to be treated as the least problematic part of a philosophical argument. In fact, it is inescapably the ground upon which philosophy is justified as worthwhile
? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? 2 Education in Hegel
and as having any significance at all. In contrast, then, to the nervousness that avoids explaining how philosophy is educational and what this might mean for the identity and significance of philosophy, it will be part of the argument presented in Education in Hegel that what makes Hegel's philoso- phy so profoundly difficult and rewarding is that it works in the full awareness of having education as its own essence, that is, as the very sub- stance of what it is and does. I will be presenting this education as formed within and formative of the relations of life and death and master and slave, as known to itself in and as recollection and as having its truth in the notion of the Aufhebung. In turn, I will argue that it is within this education that the absolute in Hegel's philosophy is constituted.
Truth
Even these opening paragraphs, however, bring into play one of the most controversial claims in Hegel - that the absolute can be thought - as well as a term that appears to arouse rather less controversy, that of recollection. I will say something on both of these by way of introduction, for both are essential to the argument presented in Education in Hegel.
To many contemporary commentators in both philosophy and in educa- tion, and through them to their students, Hegel has come to symbolize all that is rotten in the state of modern philosophy. At face value - and only at face value - for Hegel to claim that he knows the truth is at best ludicrous and at worst representative of the most inexcusable excesses of Western arrogance. A popular caricature of Hegel, then, is that he is the archetypal dead, white, rational, imperialist, male philosopher, perhaps even above all others. At its height this view of Hegel sees him peddling the kinds of cer- tainties and dogmas in Western philosophical knowledge that give oxygen to the fire of anti-democratic tendencies of all kinds. His is the philosophy that must engorge everything that is other to its own way of thinking. It is a philosophy, as Levinas would say, that in its absolutist pretensions is allergic to all otherness.
One can respond to such a caricature in different ways and on many different levels.
He has improved it considerably while, of course, its weaknesses remain my own. Thanks, too, to Denise Hamilton-Cousins and Hazel Spriggs whose skills kept my pain levels under control; to Dinah Ashcroft whose work with me helps to interrupt the cycle of withdrawal; to Josh who still nourishes from afar; to Marie Morgan and Becky Howes who share the load; and to Julie and Will for being part of my life and for letting me be part of theirs.
My special thanks go to Howard. He has followed me as a benevolent shadow through my work as a teacher and a writer, one characterised by a graceful rigour. He has attended some of my most public moments of great- est intellectual ambivalence, and where others with less consciousness of judgement-power would likely have found little or nothing, he retrieved meaning in the education I work for. Thank you Howie.
Finally, I dedicate this book to Gillian.
? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? Introduction
There can be no learning of learning.
(Aristotle, Metaphysics, XI, 12. 1068b 14)
I have found that philosophers' relation to education is a strange one. When pressed as to what the point of philosophy is, they may well include education in their answer. However, it is instructive how often this is accom- panied by some embarrassment at having very little to say about what exactly this education is and does. One view might, for example, have it that reason in philosophy, employed logically, will overcome false and unjustifiable claims. Philosophical education here is an education through reason to objective epistemological truths and moral values. Another view might see education in philosophy as a form of critique regarding the ways in which reason is employed to serve vested political and philosophical interests and dogmas. Nietzsche, for one, argues that metaphysics, theology, psychol- ogy and epistemology have all been 'the history of an error' (1982: 485)1 grounded in the decadence of reason (and the satisfaction of a good meal! ).
But whichever philosophical camp is making its claims in this regard, another question is raised. What sort of education is being presupposed in any philosophizing that bids us to read it and to learn from it? What view of education is it that underpins the credentials of philosophical practice, including, or especially, that practice which holds itself educational for us? If no answer is forthcoming here, then the practice is empty of significance. If the answer involves presupposing the kind of thinking which it claims to be proving, then the practice is blind to its own contingency in positing. Either way, and in response to the question of education in philosophy, it is likely that the philosophy of education - or, better, the view of philosophy as education - that is at work remains implied rather than explained by the practitioners. Terms such as 'transform', 'change', 'alter' and 'overcome' when used to justify the effect of philosophy, tend only to erase the philo- sophical difficulty they represent. It is commonplace for this difficulty to be treated as the least problematic part of a philosophical argument. In fact, it is inescapably the ground upon which philosophy is justified as worthwhile
? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? 2 Education in Hegel
and as having any significance at all. In contrast, then, to the nervousness that avoids explaining how philosophy is educational and what this might mean for the identity and significance of philosophy, it will be part of the argument presented in Education in Hegel that what makes Hegel's philoso- phy so profoundly difficult and rewarding is that it works in the full awareness of having education as its own essence, that is, as the very sub- stance of what it is and does. I will be presenting this education as formed within and formative of the relations of life and death and master and slave, as known to itself in and as recollection and as having its truth in the notion of the Aufhebung. In turn, I will argue that it is within this education that the absolute in Hegel's philosophy is constituted.
Truth
Even these opening paragraphs, however, bring into play one of the most controversial claims in Hegel - that the absolute can be thought - as well as a term that appears to arouse rather less controversy, that of recollection. I will say something on both of these by way of introduction, for both are essential to the argument presented in Education in Hegel.
To many contemporary commentators in both philosophy and in educa- tion, and through them to their students, Hegel has come to symbolize all that is rotten in the state of modern philosophy. At face value - and only at face value - for Hegel to claim that he knows the truth is at best ludicrous and at worst representative of the most inexcusable excesses of Western arrogance. A popular caricature of Hegel, then, is that he is the archetypal dead, white, rational, imperialist, male philosopher, perhaps even above all others. At its height this view of Hegel sees him peddling the kinds of cer- tainties and dogmas in Western philosophical knowledge that give oxygen to the fire of anti-democratic tendencies of all kinds. His is the philosophy that must engorge everything that is other to its own way of thinking. It is a philosophy, as Levinas would say, that in its absolutist pretensions is allergic to all otherness.
One can respond to such a caricature in different ways and on many different levels. My response, at least within the scope of this Introduction, is twofold. First, as I intend to demonstrate, education in Hegel works with a different understanding of what truth is than is common in Western phi- losophy or, indeed, than the view of truth held within common sense. The former might hold truth to be that which is in-itself, or an independent substance or essence. The latter might expect truth to resolve difficult issues and answer the most intractable human questions. But the absolute in Hegel is not substance as merely in-itself. Truth in Hegel is subjective substance.
? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? Introduction 3
Famously, in the Introduction to the Phenomenology of Spirit, Hegel sets out in Paragraph 86 how the absolute is to be learned in experience. He notes two experiences: one of an object for a consciousness, and one of the experi- ence of that experience. Since in both cases what is known is mediated in being known, both objects are negated, for each of them is not known in-itself. This is, therefore, a double negation. Thought provides a special case here because what is experienced negatively is the same thing that is doing the negating. As such, this has absolute significance because, even though consciousness only knows itself negatively as what is negated and negating, it knows itself. In a moment I will return to this process as one of recollection.
This paragraph in the Phenomenology is not intended to be merely an asser- tion about what truth is. Rather, it is intended that the Phenomenology itself will go on to demonstrate it. But it comes across as an assertion, as so much in Hegel does. Why it comes across as an assertion is, however, itself instruc- tive. In any double negation there is the additional significance of its being educative and formative for the mind involved. Education is the third part- ner here, for education is the name of what is happening. It is when this education is suppressed or masked, or avoided, that Hegelian propositions about truth, as about so many other things, are reduced merely to the status of assertion.
Clearly, a notion of truth grounded in such a negative education is unlike that which one might reasonably expect truth to look like, and certainly different from that which is presupposed in what is referred to as 'formal' philosophy. This is because the absolute in Hegel refers not just to truth that results from learning, but also to the truth of itself as learning, that is, that the absolute understands the significance for it of negative experiences and comprehends this education to be what truth is. It is the purpose of Education in Hegel to illustrate below in different ways what this negative knowing, this education, looks like to the modern rational mind as it learns of its own truth from within its own negations. We will see that this truth is an education that comprehends its practice, practises its comprehension, and knows itself to be the whole that, in being true to itself, can only sustain itself as learning.
However, if truth in Hegel is somehow grounded in subjective experience surely this should immediately worry us, for it seems to bring together two things that are incompatible - truth and subjectivity. Should this combina- tion not mean rather the opposite, that truth can never be known in-itself and therefore never fully or properly comprehended? But for Hegel this is the whole point. It is not our business to predict what truth should or shouldn't be. We are invited to remain open to learning about truth as we
? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? 4 Education in Hegel
learn about everything else, that is, from experience. That truth is not in substance in-itself, because of our subjective experience of it, is the ground or, better, the groundlessness, on which Hegel's absolute is to be found. Truth forms and re-forms itself in what is learned in such difficulties.
Unrest
Second, and still in response to the caricature mentioned above, this in turn gives rise to a tempering of the nature of the absolute in Hegel. At a time, rightly, when there is great caution surrounding notions of truth that appear in the Western philosophical tradition, Education in Hegel shows that the absolute in Hegel is not arrogant, although neither is it timid. Rather, as with the project of Education in Hegel overall, the absolute is modest in the weakness that characterizes it and immodest in presenting this weakness. This is a spiritual and philosophical notion of truth. It is not, again, truth as a standpoint or a dogma, yet crucially it does retain standpoint and dogma within its own conception of truth. There is no more rigorous critique of the whole basis of a standpoint in modern Western thinking than Hegel. 2 What makes Hegel's critique of standpoint so compelling is that it never avoids the ways in which a critique of standpoint opposes itself and, in addi- tion, it never presupposes the meaning of this self-opposition outside of the education that it performs. As such, Hegel is able to offer both a critique of bourgeois rational mastery and at the same time a philosophical and politi- cal critique of the complicity of that critique in what it opposes. This means that education in Hegel is not a formal intellectual exercise, it is the work of the actual intellect, and it is within the nature of actuality that an imma- nent critique of standpoint leaves itself groundless. This, I will argue, is exactly the nature of education in Hegel. It is the truth of the groundless- ness of all standpoints. Indeed, the integrity of Hegelian thinking is that it does not avoid its own abstraction in standpoint. Education in Hegel retains all its own misrecognitions but comes to know them differently.
In addition, here, we should note that it is in the nature of education not to rest with itself. The difficulty but also the power of Hegelian philosophy is that truth in Hegel is compelled to re-learn about itself, from itself, in what- ever situation it faces. It cannot rest, because education is the truth of unrest. To borrow an expression from Derrida, further explored in Chapter 4, edu- cation and learning have the unrest of autoimmunity as their own truth.
In passing, we should note also that this integrity of non-avoidance of unrest in what is being negated calls for a rigour that has less to do with
? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? Introduction 5
the scholastic and more, much more, to do with the pursuit of the truth of the negations in one's life. The rigour of such education in Hegel lies in the risk of its unrest and in the struggle for the meaning of this unrest in human relations. This integrity, the integrity of learning that will not stop with itself, begins with Socrates in Ancient Athens. In Hegel the annoying gadfly of philosophical questioning learns more about its truth than Socrates could have done. But it lives on. Philosophy is not at an end in Hegel. It is in the throes of another period of development, of its own re-formation. Education in Hegel aims to contribute to our understanding of this modern education and development. This is why the book is written as it is. It does not pursue education in Hegel through a scholarly exegesis of the concept of education in all his work. Nor does it undertake an historical survey as to when and how Hegel's philosophy has been employed as educational method within institutional education. I have no doubt that this alone will not recommend the book to many who work closely with Hegel. Instead, I have taken from Hegel what I consider to be his most central and his most illuminating insight into philosophy - that it has its truth as education - and brought it out of his texts to speak where possible to twenty-first century issues and problems. Education in Hegel marks only the tip of this deep iceberg, and more remains to be done here than I am even close to being aware of. Nevertheless, I felt it justified to shake the dust off the old man (as Hegel was called as a young man) and to let his educational philosophy emerge in and through the aporetic experiences of some of the most impor- tant prejudices that characterize the modern and post-modern world. 3 As such, I have tried to show what we can learn from Hegel about the ways in which we think about inequalities of wealth and power, about freedom and tyranny, and about climate change, as well as about the relation of self and other and of life and death.
As will be seen from the chapters that follow, education in Hegel empha- sizes meaning rather than solution, and this again may frustrate those readers who want not merely to interpret the world but to know how to change it. I hope that, in what follows, education in Hegel might begin to persuade them of the need also to comprehend the actuality of their desire.
Mutuality
I feel it pertinent in this Introduction to mark out two standpoints in particu- lar that education in Hegel opposes. The first of these is mutual recognition. It is a central tenet of Education in Hegel that his contribution to the idea of
? ? ? ? ? ? ? ? ? ? ? ? ? ? ?
? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? Also available from Continuum:
Continuum Studies in Educational Research
Philosophy of Education by Richard Pring Theory of Education by David Turner Hegel's Philosophy of Right by David James
? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? Education in Hegel
Nigel Tubbs
? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? Continuum International Publishing Group
The Tower Building 11 York Road London SE1 7NX
www. continuumbooks. com
(C) Nigel Tubbs 2008
80 Maiden Lane Suite 704
New York NY 10038
All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage or retrieval system, without prior permission in writing from the publishers.
Nigel Tubbs has asserted his right under the Copyright, Designs and Patents Act, 1988, to be identified as Author of this work.
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library. ISBN: 9780826499905 (hardcover)
Library of Congress Cataloging-in-Publication Data
Tubbs, Nigel.
Education in Hegel / Nigel Tubbs.
p. cm. -- (Continuum studies in educational research)
Includes bibliographical references and index.
ISBN 978-0-8264-9990-5 (hardcover)
1. Hegel, Georg Wilhelm Friedrich, 1770-1831. 2. Education--Philosophy. I. Title. II. Series.
B2948. T83 2008 193--dc22
Typeset by Newgen Imaging Systems (P) Ltd, Chennai, India Printed and bound in Great Britain by MPG Ltd, Cornwall
2008017837
? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? Acknowledgements
vi
Contents
Introduction 1
1. Self and Other: Life and Death 14
2. Education in Hegel in the History of Philosophy 40
3. Fossil Fuel Culture 69
4. Education in Hegel in Derrida 91
5. Education in Hegel in Levinas 118
6. I-Philosophy 143
Bibliography 166 Index 169
? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? Acknowledgements
I thank the University of Winchester, and Anne Williams in particular, for allowing me time to write this book and to research another, and to my colleagues on the Education Studies degree programme - Derek, Simon, Marie, Steph, Wayne and Janice - who have absorbed the consequences of my absence. I also thank Taylor and Francis, and the editors of the Journal Parallax for permission to publish an extended version of 'Fossil Fuel Culture', which first appeared in their Journal in 2005, Vol. 11, issue 4, 104-115. The Journal's website can be found at http://www. informaworld. com.
I should like to thank Anthony Haynes for his generous time in com- menting on the text. He has improved it considerably while, of course, its weaknesses remain my own. Thanks, too, to Denise Hamilton-Cousins and Hazel Spriggs whose skills kept my pain levels under control; to Dinah Ashcroft whose work with me helps to interrupt the cycle of withdrawal; to Josh who still nourishes from afar; to Marie Morgan and Becky Howes who share the load; and to Julie and Will for being part of my life and for letting me be part of theirs.
My special thanks go to Howard. He has followed me as a benevolent shadow through my work as a teacher and a writer, one characterised by a graceful rigour. He has attended some of my most public moments of great- est intellectual ambivalence, and where others with less consciousness of judgement-power would likely have found little or nothing, he retrieved meaning in the education I work for. Thank you Howie.
Finally, I dedicate this book to Gillian.
? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? Introduction
There can be no learning of learning.
(Aristotle, Metaphysics, XI, 12. 1068b 14)
I have found that philosophers' relation to education is a strange one. When pressed as to what the point of philosophy is, they may well include education in their answer. However, it is instructive how often this is accom- panied by some embarrassment at having very little to say about what exactly this education is and does. One view might, for example, have it that reason in philosophy, employed logically, will overcome false and unjustifiable claims. Philosophical education here is an education through reason to objective epistemological truths and moral values. Another view might see education in philosophy as a form of critique regarding the ways in which reason is employed to serve vested political and philosophical interests and dogmas. Nietzsche, for one, argues that metaphysics, theology, psychol- ogy and epistemology have all been 'the history of an error' (1982: 485)1 grounded in the decadence of reason (and the satisfaction of a good meal! ).
But whichever philosophical camp is making its claims in this regard, another question is raised. What sort of education is being presupposed in any philosophizing that bids us to read it and to learn from it? What view of education is it that underpins the credentials of philosophical practice, including, or especially, that practice which holds itself educational for us? If no answer is forthcoming here, then the practice is empty of significance. If the answer involves presupposing the kind of thinking which it claims to be proving, then the practice is blind to its own contingency in positing. Either way, and in response to the question of education in philosophy, it is likely that the philosophy of education - or, better, the view of philosophy as education - that is at work remains implied rather than explained by the practitioners. Terms such as 'transform', 'change', 'alter' and 'overcome' when used to justify the effect of philosophy, tend only to erase the philo- sophical difficulty they represent. It is commonplace for this difficulty to be treated as the least problematic part of a philosophical argument. In fact, it is inescapably the ground upon which philosophy is justified as worthwhile
? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? 2 Education in Hegel
and as having any significance at all. In contrast, then, to the nervousness that avoids explaining how philosophy is educational and what this might mean for the identity and significance of philosophy, it will be part of the argument presented in Education in Hegel that what makes Hegel's philoso- phy so profoundly difficult and rewarding is that it works in the full awareness of having education as its own essence, that is, as the very sub- stance of what it is and does. I will be presenting this education as formed within and formative of the relations of life and death and master and slave, as known to itself in and as recollection and as having its truth in the notion of the Aufhebung. In turn, I will argue that it is within this education that the absolute in Hegel's philosophy is constituted.
Truth
Even these opening paragraphs, however, bring into play one of the most controversial claims in Hegel - that the absolute can be thought - as well as a term that appears to arouse rather less controversy, that of recollection. I will say something on both of these by way of introduction, for both are essential to the argument presented in Education in Hegel.
To many contemporary commentators in both philosophy and in educa- tion, and through them to their students, Hegel has come to symbolize all that is rotten in the state of modern philosophy. At face value - and only at face value - for Hegel to claim that he knows the truth is at best ludicrous and at worst representative of the most inexcusable excesses of Western arrogance. A popular caricature of Hegel, then, is that he is the archetypal dead, white, rational, imperialist, male philosopher, perhaps even above all others. At its height this view of Hegel sees him peddling the kinds of cer- tainties and dogmas in Western philosophical knowledge that give oxygen to the fire of anti-democratic tendencies of all kinds. His is the philosophy that must engorge everything that is other to its own way of thinking. It is a philosophy, as Levinas would say, that in its absolutist pretensions is allergic to all otherness.
One can respond to such a caricature in different ways and on many different levels.
He has improved it considerably while, of course, its weaknesses remain my own. Thanks, too, to Denise Hamilton-Cousins and Hazel Spriggs whose skills kept my pain levels under control; to Dinah Ashcroft whose work with me helps to interrupt the cycle of withdrawal; to Josh who still nourishes from afar; to Marie Morgan and Becky Howes who share the load; and to Julie and Will for being part of my life and for letting me be part of theirs.
My special thanks go to Howard. He has followed me as a benevolent shadow through my work as a teacher and a writer, one characterised by a graceful rigour. He has attended some of my most public moments of great- est intellectual ambivalence, and where others with less consciousness of judgement-power would likely have found little or nothing, he retrieved meaning in the education I work for. Thank you Howie.
Finally, I dedicate this book to Gillian.
? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? Introduction
There can be no learning of learning.
(Aristotle, Metaphysics, XI, 12. 1068b 14)
I have found that philosophers' relation to education is a strange one. When pressed as to what the point of philosophy is, they may well include education in their answer. However, it is instructive how often this is accom- panied by some embarrassment at having very little to say about what exactly this education is and does. One view might, for example, have it that reason in philosophy, employed logically, will overcome false and unjustifiable claims. Philosophical education here is an education through reason to objective epistemological truths and moral values. Another view might see education in philosophy as a form of critique regarding the ways in which reason is employed to serve vested political and philosophical interests and dogmas. Nietzsche, for one, argues that metaphysics, theology, psychol- ogy and epistemology have all been 'the history of an error' (1982: 485)1 grounded in the decadence of reason (and the satisfaction of a good meal! ).
But whichever philosophical camp is making its claims in this regard, another question is raised. What sort of education is being presupposed in any philosophizing that bids us to read it and to learn from it? What view of education is it that underpins the credentials of philosophical practice, including, or especially, that practice which holds itself educational for us? If no answer is forthcoming here, then the practice is empty of significance. If the answer involves presupposing the kind of thinking which it claims to be proving, then the practice is blind to its own contingency in positing. Either way, and in response to the question of education in philosophy, it is likely that the philosophy of education - or, better, the view of philosophy as education - that is at work remains implied rather than explained by the practitioners. Terms such as 'transform', 'change', 'alter' and 'overcome' when used to justify the effect of philosophy, tend only to erase the philo- sophical difficulty they represent. It is commonplace for this difficulty to be treated as the least problematic part of a philosophical argument. In fact, it is inescapably the ground upon which philosophy is justified as worthwhile
? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? 2 Education in Hegel
and as having any significance at all. In contrast, then, to the nervousness that avoids explaining how philosophy is educational and what this might mean for the identity and significance of philosophy, it will be part of the argument presented in Education in Hegel that what makes Hegel's philoso- phy so profoundly difficult and rewarding is that it works in the full awareness of having education as its own essence, that is, as the very sub- stance of what it is and does. I will be presenting this education as formed within and formative of the relations of life and death and master and slave, as known to itself in and as recollection and as having its truth in the notion of the Aufhebung. In turn, I will argue that it is within this education that the absolute in Hegel's philosophy is constituted.
Truth
Even these opening paragraphs, however, bring into play one of the most controversial claims in Hegel - that the absolute can be thought - as well as a term that appears to arouse rather less controversy, that of recollection. I will say something on both of these by way of introduction, for both are essential to the argument presented in Education in Hegel.
To many contemporary commentators in both philosophy and in educa- tion, and through them to their students, Hegel has come to symbolize all that is rotten in the state of modern philosophy. At face value - and only at face value - for Hegel to claim that he knows the truth is at best ludicrous and at worst representative of the most inexcusable excesses of Western arrogance. A popular caricature of Hegel, then, is that he is the archetypal dead, white, rational, imperialist, male philosopher, perhaps even above all others. At its height this view of Hegel sees him peddling the kinds of cer- tainties and dogmas in Western philosophical knowledge that give oxygen to the fire of anti-democratic tendencies of all kinds. His is the philosophy that must engorge everything that is other to its own way of thinking. It is a philosophy, as Levinas would say, that in its absolutist pretensions is allergic to all otherness.
One can respond to such a caricature in different ways and on many different levels. My response, at least within the scope of this Introduction, is twofold. First, as I intend to demonstrate, education in Hegel works with a different understanding of what truth is than is common in Western phi- losophy or, indeed, than the view of truth held within common sense. The former might hold truth to be that which is in-itself, or an independent substance or essence. The latter might expect truth to resolve difficult issues and answer the most intractable human questions. But the absolute in Hegel is not substance as merely in-itself. Truth in Hegel is subjective substance.
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Famously, in the Introduction to the Phenomenology of Spirit, Hegel sets out in Paragraph 86 how the absolute is to be learned in experience. He notes two experiences: one of an object for a consciousness, and one of the experi- ence of that experience. Since in both cases what is known is mediated in being known, both objects are negated, for each of them is not known in-itself. This is, therefore, a double negation. Thought provides a special case here because what is experienced negatively is the same thing that is doing the negating. As such, this has absolute significance because, even though consciousness only knows itself negatively as what is negated and negating, it knows itself. In a moment I will return to this process as one of recollection.
This paragraph in the Phenomenology is not intended to be merely an asser- tion about what truth is. Rather, it is intended that the Phenomenology itself will go on to demonstrate it. But it comes across as an assertion, as so much in Hegel does. Why it comes across as an assertion is, however, itself instruc- tive. In any double negation there is the additional significance of its being educative and formative for the mind involved. Education is the third part- ner here, for education is the name of what is happening. It is when this education is suppressed or masked, or avoided, that Hegelian propositions about truth, as about so many other things, are reduced merely to the status of assertion.
Clearly, a notion of truth grounded in such a negative education is unlike that which one might reasonably expect truth to look like, and certainly different from that which is presupposed in what is referred to as 'formal' philosophy. This is because the absolute in Hegel refers not just to truth that results from learning, but also to the truth of itself as learning, that is, that the absolute understands the significance for it of negative experiences and comprehends this education to be what truth is. It is the purpose of Education in Hegel to illustrate below in different ways what this negative knowing, this education, looks like to the modern rational mind as it learns of its own truth from within its own negations. We will see that this truth is an education that comprehends its practice, practises its comprehension, and knows itself to be the whole that, in being true to itself, can only sustain itself as learning.
However, if truth in Hegel is somehow grounded in subjective experience surely this should immediately worry us, for it seems to bring together two things that are incompatible - truth and subjectivity. Should this combina- tion not mean rather the opposite, that truth can never be known in-itself and therefore never fully or properly comprehended? But for Hegel this is the whole point. It is not our business to predict what truth should or shouldn't be. We are invited to remain open to learning about truth as we
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learn about everything else, that is, from experience. That truth is not in substance in-itself, because of our subjective experience of it, is the ground or, better, the groundlessness, on which Hegel's absolute is to be found. Truth forms and re-forms itself in what is learned in such difficulties.
Unrest
Second, and still in response to the caricature mentioned above, this in turn gives rise to a tempering of the nature of the absolute in Hegel. At a time, rightly, when there is great caution surrounding notions of truth that appear in the Western philosophical tradition, Education in Hegel shows that the absolute in Hegel is not arrogant, although neither is it timid. Rather, as with the project of Education in Hegel overall, the absolute is modest in the weakness that characterizes it and immodest in presenting this weakness. This is a spiritual and philosophical notion of truth. It is not, again, truth as a standpoint or a dogma, yet crucially it does retain standpoint and dogma within its own conception of truth. There is no more rigorous critique of the whole basis of a standpoint in modern Western thinking than Hegel. 2 What makes Hegel's critique of standpoint so compelling is that it never avoids the ways in which a critique of standpoint opposes itself and, in addi- tion, it never presupposes the meaning of this self-opposition outside of the education that it performs. As such, Hegel is able to offer both a critique of bourgeois rational mastery and at the same time a philosophical and politi- cal critique of the complicity of that critique in what it opposes. This means that education in Hegel is not a formal intellectual exercise, it is the work of the actual intellect, and it is within the nature of actuality that an imma- nent critique of standpoint leaves itself groundless. This, I will argue, is exactly the nature of education in Hegel. It is the truth of the groundless- ness of all standpoints. Indeed, the integrity of Hegelian thinking is that it does not avoid its own abstraction in standpoint. Education in Hegel retains all its own misrecognitions but comes to know them differently.
In addition, here, we should note that it is in the nature of education not to rest with itself. The difficulty but also the power of Hegelian philosophy is that truth in Hegel is compelled to re-learn about itself, from itself, in what- ever situation it faces. It cannot rest, because education is the truth of unrest. To borrow an expression from Derrida, further explored in Chapter 4, edu- cation and learning have the unrest of autoimmunity as their own truth.
In passing, we should note also that this integrity of non-avoidance of unrest in what is being negated calls for a rigour that has less to do with
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the scholastic and more, much more, to do with the pursuit of the truth of the negations in one's life. The rigour of such education in Hegel lies in the risk of its unrest and in the struggle for the meaning of this unrest in human relations. This integrity, the integrity of learning that will not stop with itself, begins with Socrates in Ancient Athens. In Hegel the annoying gadfly of philosophical questioning learns more about its truth than Socrates could have done. But it lives on. Philosophy is not at an end in Hegel. It is in the throes of another period of development, of its own re-formation. Education in Hegel aims to contribute to our understanding of this modern education and development. This is why the book is written as it is. It does not pursue education in Hegel through a scholarly exegesis of the concept of education in all his work. Nor does it undertake an historical survey as to when and how Hegel's philosophy has been employed as educational method within institutional education. I have no doubt that this alone will not recommend the book to many who work closely with Hegel. Instead, I have taken from Hegel what I consider to be his most central and his most illuminating insight into philosophy - that it has its truth as education - and brought it out of his texts to speak where possible to twenty-first century issues and problems. Education in Hegel marks only the tip of this deep iceberg, and more remains to be done here than I am even close to being aware of. Nevertheless, I felt it justified to shake the dust off the old man (as Hegel was called as a young man) and to let his educational philosophy emerge in and through the aporetic experiences of some of the most impor- tant prejudices that characterize the modern and post-modern world. 3 As such, I have tried to show what we can learn from Hegel about the ways in which we think about inequalities of wealth and power, about freedom and tyranny, and about climate change, as well as about the relation of self and other and of life and death.
As will be seen from the chapters that follow, education in Hegel empha- sizes meaning rather than solution, and this again may frustrate those readers who want not merely to interpret the world but to know how to change it. I hope that, in what follows, education in Hegel might begin to persuade them of the need also to comprehend the actuality of their desire.
Mutuality
I feel it pertinent in this Introduction to mark out two standpoints in particu- lar that education in Hegel opposes. The first of these is mutual recognition. It is a central tenet of Education in Hegel that his contribution to the idea of
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